Participación educativa con inteligencia emocional y moral

Laburpena

In the human being there exist the moral intelligence, along with other intelligences, according to the model of H. Gardner, as a potentiality to be developed and educated. The moral intelligence is the ability to discern issues that concern «the ethical», to solve moral problems and dilemmas in different contexts, situations and cultures, which implies having criteria to assess their own actions and those of others. The moral intelligence has a relevant relationship with the emotional intelligence, which, from the perspective of those who primary talked about it, Salovey and Mayer (1990) is defined as the ability to manage feelings and emotions, discriminate among them and use these data to direct accurately the own thoughts and actions. For a skill to be considered as an intelligence, it must include the ability to solve problems of various nature, such as logical, linguistic, musical or emotional. The moral intelligence is located in the area of the intersection of the logical, emotional and social intelligences, and it is related to personality. In this article we are going to stop at that intersection of intelligences, with special emphasis on emotional intelligence and moral intelligence, so as to without them a real and desirable participation in any educational environment is not possible. Education is the true connector with the moral dimension. But there may be a lack of moral connection in the human being if the sense of morality has not been awakened in him, as well as in those who consciously or unconsciously come to this mechanism as a defensive strategy when performing actions that are alien to morality. A deficient emotional intelligence, its almost total absence, or a bad use of it, reinforces or contributes to the moral disconnection. It can also be spoken of a systemic moral disconnection when it affects an entire society or part of it, which excuses the immoral to justify certain behaviors. There are a number of contributions from complementary disciplinary fields, such as psychology, philosophy, medicine, pedagogy, anthropology and, more recently, the neurological sciences, which consider the human being, at least potentially, morally intelligent. But those potential dimensions need education for their development. A true education in coexistence and participation in the educational act are related to the exercise of moral, emotional and social intelligence.